Communication: Key to Self-Determination

1. Communication:Key to Self-Determination Mona Pruett Joan Lovegren-O’Brien VDOE’s T/TAC @ VCU

2. Learning ObjectivesParticipants will: • Define self-determination • Describe an effective communication system for students • Identify low and high technology tools that can be used for communication

3. Self-determination is a general theory of motivation and personality that is based on four mini-theories: Cognitive evaluation theory Organismic integration theory Causality orientations theory Basic needs theory

4. Core Components(combination of skills, knowledge & beliefs) • Choice-making • Decision-making • Problem-solving • Goal-setting & attainment • Internal locus of control • Positive attributes of efficacy and outcomes expectancy • Self-Observation • Self-Evaluation • Self-Reinforcement • Self-Instruction • Self-Advocacy & Leadership • Self-Awareness • Self-KnowledgeI imdetermined.org

6. 1. Respect2. Choice 3. Ownership 4. Support 5. Opportunity Values Supported by Self-Determination

7. Never assume that the disability is too severe for communication to take place. Often it is lack of access to opportunities, not the disability, which prevents a person from being self-determined. http://www.ncset.org/topics/sdmhs/faqs.asp?topic=30

8. So, what does self-determination look like?

9. What is needed for communication to occur?

10. “Participation is the ONLY prerequisite to communication. Without participation, there is no one to talk to, nothing to talk about, and no reason to communicate.” Beukelman & Mirenda, 1998

11. Elements of Communication • The Sender • The Receiver • A Message (FUNCTION of communication) • The Means of Expression (FORM of communication)

12. FUNCTION of communication • What is the reason for the communication? • The “WHY” we communicate. Your students have just as many reasons to communicate, but we sometimes don’t observe well enough to figure out the WHY.

13. What is the reason for communication?

14. Communication INTENTS • First to develop: protest, attention, request continuation, assistance, interaction and choice-making. • Later to develop: attention to objects or others, social greetings, comments, ask, answer, and affirmation.

15. Basic communication messages • Making choices • Requesting • Getting attention • Rejecting Students gain IMMEDIATE power over his or her life as a result of these functions!

16. FORM of communication • What the communication LOOKS like – the “HOW” we communicate with our students and how they communicate with us. • Students are trying to understand messages as well as getting messages across to the listeners.

17. TWO communicative FORMS • Pre-symbolic communication • Symbolic communication

18. Pre-symbolic Communication • Gestures, some vocalizations • May be effective, but is very limited to the “here and now” • Makes reference to physically and temporally present topics that may be pointed to, looked at, or touched.

19. Pre-symbolic communication • Even though the student’s FORM of communication doesn’t look or sound typical, it can be INTENTIONAL communication. • Significant because listeners assign meaning to the behaviors and begin to respond in predictable ways.

20. Communication dictionary Left leg draws up to chest Continue with task once chair is moved Change the position of my chair

21. Second FORM - Symbolic communication • Symbolic communication uses something (e.g. objects, signs, pictures, words, etc.) to represent a concept or meaning. It permits us to talk beyond the "here and now" about things in another time or place. • Symbols can be concrete or abstract.

22. Concrete symbolic

24. Abstract symbolic

25. Abstract Symbolic

28. References • Beukelman, D.R. & Mirenda, P. (1998). Augmentative and alternative communication: Management of severe communication disorders in children and adults(2nd.ed.). Baltimore: Paul H. Brookes.

29. References • Downing, J.E. (1999). Teaching communication skills to students with severe disabilities.Baltimore: Paul H. Brookes. • Downing, J.E. (2005). Teaching communication skills to students with severe disabilities (2nd ed).Baltimore: Paul H. Brookes.

30. References • Durand, V. M. (1993).Functional communication training using assistive devices: Effects on challenging behavior and affect. Augmentative and Alternative Communication, 9, 168-176. • Mirenda, P. (1993). AAC: Bonding the uncertain mosaic. Augmentative and Alternative Communication, 9, 3-9.

31. References • Robinson, L.A., & Owens, Jr., R.E. (1995). Clinical notes: Functional augmentative communication and positive behavior change. Augmentative and Alternative Communication, 11, 207-211. • Rowland, C . & Schweigert, P. (2000). Tangible symbol systems: Making the right to communicate a reality for individuals with severe disabilities (2nd ed.). Portland, OR: OHSU.

32. References Stremel, K. & NTAC Project Communication LINKS (1999). Communication development; module 1;what to teach;forms and functions of communication and early language. Monmouth, OR: Teaching Research Publications.